School Safety

The district does everything it can to ensure our students, staff members and the general public are safe when on school grounds. The district uses a variety of tactics to achieve this goal:

  • Queensbury schools conduct 12 safety drills annually, including evacuation and lockdown drills.
  • Video cameras are used on school grounds, in school buildings and buses to monitor activity.
  • After buses unload in the morning, school buildings are locked and monitored by a staff member.
  • Visitors use an intercom to state their names and purpose of visit to gain entry into secure vestibules at each school.
  • When visitors first come to a school, they must show proof of identification such as a driver’s license and be entered into a BadgePass system.
    • The system scans visitors’ names and photos, and runs them against district safety records and the national sex offender database. Visitors who do not have valid identification are only admitted with administrative approval.
    • Visitors must receive a badge every time they enter a school building, but they only need to be entered into the BadgePass system once to be recognized on future visits to any school building district-wide.
    • Visitors who pass the security clearance are given a badge sticker that must be worn throughout their visit to the school and returned when they leave. If a badge is not returned, a “void” watermark will appear on it the next day so it cannot be reused.
  • Faculty, support staff, substitutes, volunteers, and interns are issued ID badges that are to be worn at all times.
  • The district partners with local law enforcement agencies. Warren County Sheriff’s Officers patrol the campus and school hallways on a daily basis. The New York State Police, whose barracks are next to the school campus, also regularly visit and partner with schools.
  • The district conducts safety reviews annually to evaluate district and building-level safety plans in accordance with the New York State Safe Schools Against Violence in Education (S.A.V.E.) law.
  • Administrators, faculty and staff regularly participate in training activities such as tabletop exercises and workshops to discuss and practice safety plans.
  • Capital projects have and continue to improve safety and security in Queensbury schools.
  • Other safety precautions such as the use of restorative practices, character education programs, mental health-related curriculum, and the on-campus Behavioral Health Center @ Parsons serve as preventative measures.

District-wide school safety plan

Introduction

Emergencies and violent incidents in school districts are critical issues that must be addressed in an expeditious and effective manner. Districts are required to develop a District-wide School Safety Plan designed to prevent or minimize the effects of serious violent incidents and emergencies and to facilitate the coordination of the district with local and county resources in the event of such incidents or emergencies.

The District-wide Plan is responsive to the needs of all schools within the district and is consistent with the more detailed emergency response plans required at the school building level. Districts are at risk of a wide variety of acts of violence, natural, and technological disasters. To address these threats, the State of New York has enacted the Safe Schools Against Violence in Education (SAVE) law. 

This component of Project SAVE is a comprehensive planning effort that addresses risk reduction/prevention, response, and recovery with respect to a variety of emergencies in the school district and its schools.

The Queensbury Union Free School District supports the SAVE Legislation and intends to facilitate the planning process.  The Superintendent of Schools encourages and advocates on-going district-wide cooperation and support of Project SAVE.

Section I: General considerations and planning guidelines

Purpose

The Queensbury Union Free School District-Wide School Safety Plan was developed pursuant to Commissioner’s Regulation 155.17. At the direction of the Queensbury Union Free School District Board of Education, the Superintendent of the Queensbury Union Free School District appointed a District-wide School Safety Team and charged it with the development and maintenance of the District-wide School Safety Plan.

Identification of school teams

The Queensbury Union Free School District has appointed a District-wide School Safety Team consisting of, but not limited to, representatives of the School Board, students, teachers, administrators, parent organizations, school safety personnel, and other school personnel. 

The Chief Emergency Officer shall act as the liaison between the District and external agencies during times of emergency, as well as during plan development and maintenance.  The Chief Emergency Officer for the Queensbury Union Free School District is the Coordinator of Capital Projects and Safety Compliance.  

The District-wide Safety Team develops the District-wide School Safety Plan with input from appropriate school employees.

Concept of Operations

  • The District-wide School Safety Plan is directly linked to the individual Building-level Emergency Response Plans as a matter of protocol.  The activation of the Building-level Emergency Response Plan triggers the notification of the chain of command and the assessment of the activation of the District-wide Emergency School Safety Plan and District-wide Response Team.
  • The District-wide Plan was developed through extensive analysis of the local environment, emergency potential, and available resources.  Through training and workshops that included school employees, administration, and local emergency services, the plan has been developed to address the specific needs of the Queensbury Union Free School District and the community.
  • In the event of an emergency or violent incident, the initial response to all emergencies at an individual school will be by the School Emergency Response Team.  The Building Principal is responsible for notifying the Superintendent or the highest-ranking person in the chain of command of any necessary Building-level plan activation.  This notification shall be accomplished through the use of a telephone or the district’s radio network.
  • Upon the activation of the School Emergency Response Team, the Superintendent or their designee shall be notified and, where appropriate, local emergency officials shall also be notified.
  • County and state resources supplement the school districts emergency action planning in a number of ways:
    • State and local law enforcement provide building reviews and employee training.
    • Local law enforcement and emergency services participate in planning and training exercises and develop strategies for managing building-level emergencies.
    • A protocol exists for the school district to use certain facilities for sheltering during times of emergencies.
    • A protocol exists for the use of county mental health resources during post-incident response.
    • Efforts may be supplemented by County and State resources through existing protocols.

Plan review and public comment

  • Pursuant to Commissioner’s Regulation, Section 155.17 (e)(3), this plan will be made available for public comment at least 30 days prior to its adoption. The School Board shall adopt the District-wide Plan only after one public hearing that provides for the participation of school personnel, parents, students and any other interested parties. The plan shall be formally adopted by the Board of Education.
  • Full copies of the District-wide School Safety Plan and any amendments shall be submitted to the New York State Education Department within 30 days of adoption.  Full copies of the District-Wide School Safety Plan shall be posted on the District Website within 30 days of adoption. 
  • This plan shall be reviewed periodically during the year and maintained by the District-wide School Safety Team. The required annual review shall be completed on or before September 1 of each year after its adoption by the Board of Education.

Section II: Risk reduction/prevention and intervention

Prevention/intervention strategies

Program initiatives

The district has developed a number of programs and activities to aid in risk reduction.  These initiatives are run at different age groups within the district.

  • Anti-Bullying Presentations.
  • Character Education programs.
  • The District Code of Conduct.
  • The district has developed comprehensive threat assessment and risk intervention procedures and training.
  • The district has a growing SADD chapter in the school.
  • Encouraging open discussion in health education classes on topics that affect all students, such as bullying, respect, and mental health.
  • The district’s School Resource Officers have been involved in school curriculum to help foster a positive relationship between students, faculty, and law enforcement personnel.
  • Certain employees have attended Conflict Resolution training.
  • Student council.
  • Athletic Code of Conduct
Facilities initiatives

The district has attempted to enhance the security of its facilities through a number of initiatives, including the following:

  • The school has developed a visitor sign-in procedure and requires the use of visitor ID badges.  The school district also requires visitors to be entered into the school district’s visitor management system.
  • The district uses an employee identification badge system for faculty, staff, substitutes, volunteers, contractors, and interns that are to be worn at all times.
  • The school has developed a single point of access for visitors at each building, with buzzer access systems to certain areas of the school building.
  • The district has installed enhanced electronic security equipment.
  • The school district conducts sweeps with law enforcement including the use of canine units.
  • The school district performs periodic walkthroughs with law enforcement to increase their familiarity with the district and school district systems. 
  • The school district provides local law enforcement officials with ID badges and keys that can be utilized during an emergency to assist in the timeliness of response. 
  • The school district conducts safety reviews annually to evaluate district and building level safety plans in accordance with New York State Safe Schools Against Violence in Education (SAVE) Law.
  • The school district has performed building safety and security audits with state police and independent security personnel to identify areas of weakness and come up with strategies for improvement.
Training, drills and exercises
  • The district has established policies and procedures for annual multi-hazard school safety training for employees and students. Training includes:
    • An annual review of the Building-level emergency guides and general employee awareness training for building employees conducted during opening day trainings.
    • The annual early go home drill to test evacuation and sheltering procedures.
    • Each school building conducts emergency drills throughout the course of the year in compliance with the SED schedule for the purpose of familiarizing employees and students with emergency procedures.
    • Building-level team and district-wide team tabletop exercises are run in cooperation with members of local emergency services or safety and security personnel.
  • The district shall conduct drills and other exercises to test and evaluate the effectiveness of the district emergency response plan. Each principal will be required to complete a minimum number of student drills as follows:
    • 4 lockdown drills, 8 fire/evacuation drills.  8 of which must be conducted by December 31 of each year, the balance must be conducted during the remainder of the school year
  • Topics for training will include general security and safety measures, intervention strategies with difficult or challenging students, mental health, building security awareness, and reporting requirements and procedures. 

In the execution of their duties faculty, aides and monitors shall have responsibility for:

  • Monitoring halls, lavatories, locker rooms, locker bays and similar areas, assuring orderly passage of students and pre-emptive intervention in potentially disruptive situations.
  • Observation of the general property, including the immediate outside area/perimeter of the building(s), with an obligation to report suspicious activity to district or building administration.
  • Overseeing study halls, cafeterias, or other areas of student assemblage with the goal of assisting to maintain an orderly, safe environment.
School safety personnel

School safety personnel have a critical role in violence prevention.  The following represents a description of the responsibilities that school safety personnel in the district may expect:

The building principal, the school district’s School Resource Officer, and their designee(s) shall serve as the School Safety Representative for the school building.  The responsibilities of the School Safety Representative are as follows:

    • Monitor hallways, entranceways, exits and outside grounds during school hours for unusual occurrences or unauthorized visitors.
    • Act as building liaison in communicating building level safety issues or concerns.
    • Represent the building on the District-wide Health and Safety Committee.
    • Serve on Building Level Emergency Response Team.
    • Attend school safety meetings and be a resource on school safety and security issues for building employees.
    • Develop plans and strategies for building security, crime and violence prevention, safety planning and employee training.
    • Participate in school incident investigations.
    • Respond to all school emergencies as part of the building’s Emergency Response Plan.
    • Coordinate annual school safety multi-hazard training for students and employees.  Multi-hazard training shall include crisis intervention, emergency response and management.
    • Employees and students shall receive annual training and drill practice on protocols for bomb threats, evacuation, sheltering, lock-down, fire emergency, bus drills and appropriate violence prevention strategies.
    • Designate procedure for informing substitute teaching and non-teaching employees of school safety protocols.
    • Comply and encourage compliance with all school safety and security policies and procedures established by the Board of Education.
    • Attend professional development activities on school safety and violence prevention.

All school safety personnel shall be provided with training on violence prevention and school safety.  All training courses shall receive prior approval from the Superintendent.

Hiring and screening of school personnel

The following hiring and screening practices are followed for the hiring of all personnel:

Fingerprinting and Criminal Background Checks

For all employees hired by the school district, the district completes a fingerprinting and criminal background check prior to appointment.  Employees include: any person receiving compensation for work from the school district; any employee of a contracted service provider involved in direct student contact; any worker assigned to a school under a public assistance employment program (includes part-time employees and substitutes).

Reference Checks

References are thoroughly checked prior to extending an employment offer.

  • Reference check forms are used for instructional, non-instructional and transportation personnel.
  • Reference checks are completed and reviewed by both the hiring supervisor and the administrator in charge of the program area.
  • Prior to making a job offer to a prospective employee, the following mandatory questions are asked during reference checks with immediate and/or past supervisors:
    • Do you have knowledge of any violations of safety or security by (prospective employee) related to students, employees or others?
    • Why did (prospective employee) leave your employment? Or, Do you know why (prospective employee) is leaving your employment?
    • Would you rehire (prospective employee)? If no, why not?

Responding to threats and acts of violence

The Queensbury Union Free School District will investigate all reported threat and acts of violence by students, teachers, and other school personnel, as well as visitors to the school and threats by students to themselves, including suicide. 

Whether it is a direct threat or an implied threat, upon hearing information about a violent event, the person hearing the threat shall notify the building administrator.  The building administrator will gather the threat assessment team, as necessary, to gather the necessary information to determine if a threat exists.

If the threat is by a student to themselves, including suicide, the appropriate counseling services will respond and the individual’s parent or guardian will be contacted using the emergency contact information that is provided to the school.  

Hazard identification

  • I-87 (The Adirondack Northway) – This site has a potential for hazardous material incidents, large fire and or explosions.
  • Aviation Mall
  • City of Glens Falls Water Treatment Facility
  • City of Glens Falls Water Treatment Plant
  • Mobil Station across from Middle School
     

Section III: Response

Notification and activation (internal and external communications)

In cases of a serious violent incident the district would use the procedure listed below to meet the requirements for notification and activation.  A serious violent incident is an incident of violent criminal conduct that is or appears to be, life threatening and warrants the evacuation of students and employees because of an imminent threat to their safety or health, including but not limited to; the use or threatened use of a firearm, explosive, bomb, incendiary device, chemical, or biological weapon, knife or other dangerous instrument capable of causing death or serious injury; riot; hostage-taking or kidnapping.

Communications systems are:

Internal
  • Teachers and building employees – PA system
  • Students – PA system and verbally from supervising teachers
  • Superintendent of Schools – Phone or radio
  • Buildings and Grounds – Phone or radio
  • Board of Education – Phone or email
External

Information will be provided to parents, guardians or persons in parental relation to the students in the event of a violent incident or an early dismissal through the use of telephone by employees at the building level using the student/parent directory, school messenger, social media, the school website, and/or local and regional radio and TV stations.  These are the same stations that are used to announce official school delays or closings.  This information is provided to parents through the School District website and building handbooks.

Situational responses – Multi-hazard response and response protocols

Responses to acts of violence: implied or direct threats

In the event of an act of violence or implied or direct threat, the district shall follow the following protocol:

  • Follow the classroom emergency procedures as directed by the Building Principal.
  • Use of employees trained in de-escalation or other strategies to diffuse the situation.
  • Inform Building Principal and School Resource Officer of implied or direct threat.
  • Determine level of threat with Superintendent/Designee.
  • Contact appropriate law enforcement agency, if necessary.
  • Monitor situation, adjust response as appropriate, and include the possible use of the Emergency Response Team.
Acts of violence

In the event of serious acts of violence, district personnel shall follow the following protocol:

  • Follow the classroom emergency procedures as directed by the Building Principal.
  • Determine level of threat with Superintendent/Designee.
  • If the situation warrants, isolate the immediate area and evacuate if appropriate.
  • Inform Building Principal/Superintendent.
  • If necessary, initiate lockdown procedure, and contact appropriate law enforcement agency.
  • Monitor situation; adjust response as appropriate; if necessary, initiate early dismissal, sheltering or evacuation procedures.
Response protocols

The Queensbury Union Free School District has a comprehensive multi-hazard Emergency Response Plan. Such plan is updated annually. Copies of the plan are available in each Principal’s Office as well as in the Superintendent’s Office and the Business Office. Elements of the plan include:

Chain of command
  • Kyle Gannon, Superintendent of Schools
  • Denise Troelstra, Assistant Superintendent for Instruction 
  • Scott Whittemore Assistant Superintendent for Business
  • Amy Georgeadis, Director of Human Resources
  • Richard Keys, Director of Health, Physical Education, and Athletics
  • Ben Grieco, Director of Instructional Technology
Arrangements for obtaining emergency assistance from local government

The School’s Administration shall use the following process in making arrangements for obtaining assistance during emergencies from emergency services organizations and local government agencies:

  • Superintendent/Designee in an emergency contacts dispatch point or 911 center for fire or EMS response.
  • Superintendent/Designee contacts highest-ranking local government official for notification and/or assistance.
Procedures for obtaining advice and assistance from local government officials

The School’s Administration shall use the following protocol for obtaining advice and assistance from local government officials including the county or city officials responsible for implementation of Article 2-B of the Executive Law:

  • Superintendent/Designee in an emergency will contact emergency management coordinator and/or the highest-ranking local government official for obtaining advice and assistance.  
  • The district has identified resources for an emergency as necessary.
District resources available for use in an emergency

The Queensbury Union Free School District has created a comprehensive list of resources available during an emergency, including facilities, bulk petroleum, buses and trucks.  This list may be found in the appendices.  More specific information as it pertains to individual buildings may be found in each building’s Building Level Emergency Response Plans. 

Procedures to coordinate the use of school district resources and manpower during emergencies

The district shall use the following procedure to coordinate the use of school district resources and manpower during emergencies:

  • The Building Principal of the affected facility shall contact the Superintendent or the District-wide Safety Team and request the necessary manpower or resources.
  • The Superintendent or the highest-ranking person in the chain of command shall assess the request and allocate personnel and resources as necessary.
Protective action options

The Queensbury Union Free School District shall follow the following protocols in assessing the appropriate protective action option.  The decision to cancel school, to dismiss early, shelter in place or evacuate shall be made in cooperation with state and local emergency responders as appropriate.

  • School cancellation
    • Monitor any situation that may warrant a school cancellation – Superintendent/ District Team.
    • Make determination – Superintendent.
    • Contact local media.
  • School delay
    • Monitor any situation that may warrant school delay – Building Administrators/ Superintendent/District Team.
    • If conditions warrant, delay opening of school.
    • Contact Director of Transportation to coordinate transportation issues.
    • Contact local media to inform parents of delayed opening.
    • Set up information center so that parents may make inquiries as to situation.
    • Provide for safety and security of employees and students who do come to school.
  • Early dismissal
    • Monitor situation – Superintendent/District Team.
    • If conditions warrant, close school – Superintendent.
    • Contact Director of Transportation to arrange transportation.
    • Contact local media to inform parents of early dismissal.
    • Set up an information center so that parents may make inquiries as to the situation.
    • Retain appropriate district personnel until all students have been returned home.
  • Evacuation (before, during and after school hours, including security during evacuation and evacuation routes)
    • Determine the level of threat – Superintendent.
    • Contact Transportation Supervisor to arrange transportation – Superintendent or Designee.
    • Clear all evacuation routes and sites prior to evacuation.
    • Evacuate all employees and students to pre-arranged evacuation sites.
    • Account for all student and employee population. Report any missing employees or students to Building Principal.
    • Make determination regarding early dismissal – Superintendent or Designee.
    • If determination was made to dismiss early, contact local media to inform parents of early dismissal.
    • Ensure adult supervision or continued school supervision/security.
    • Set up an information center so that parents may make inquiries as to the situation.
    • Retain appropriate district personnel until all students have been returned home.
          • Sheltering sites (internal and external)
            • Determine the level of threat – Superintendent/Incident Commander /Designee.
            • Determine location of sheltering depending on nature of incident.
            • Account for all students and employees. Report any missing employees or students to designee.
            • Determine other occupants in the building.
            • Make appropriate arrangements for human needs.
            • Take appropriate safety precautions.
            • Establish a public information officer to provide information and current status of the situation to parents and other inquiring parties.
            • Retain appropriate district personnel until all students have been returned home.

          Section IV: Recovery

          District Support for Buildings

          The Queensbury Union Free School District District-wide Team will support the Building-level Emergency Response Team and the Crisis/Post-Incident Response Teams in affected schools. 

          Disaster Mental Health Services

          The district office shall assist in the coordination of Disaster Mental Health Resources, in support of the Post-Incident Response Teams in the affected schools.  The Superintendent or his/her designee may gain additional resources from local agencies as the situation requires.

          Appendices

          Appendix 1: Listing of all school buildings covered by the District-wide School Safety Plan with addresses of buildings, and contact names and telephone numbers for building employees.

          Appendix 2: Summary of Building-level plan.

          Appendix 3: Internal resources of the Queensbury Union Free School District.

          Appendix 4: The Early Detection of Potentially Violent Behaviors – A Guide for Families and Communities

          Appendix 5: Pandemic Operations Plan

          Appendix 1 – Listing of all school buildings covered by the District-wide School Safety Plan with addresses of buildings, and contact names and telephone

          Queensbury Union Free Central School District Office

          429 Aviation Road
          Queensbury, NY 12804

          Telephone: 518-824-5600
          Superintendent: Kyle Gannon

          Queensbury High School

          409 Aviation Road
          Queensbury, NY 12804

          Telephone: 518-824-4600
          Principal: Andrew Snide

          Queensbury Middle School

          455 Aviation Road
          Queensbury, NY 12804

          Telephone: 518-824-3600
          Principal: Michael Brannigan

          William H. Barton Intermediate School

          425 Aviation Road
          Queensbury, NY 12804

          Telephone: 518-824-2600
          Principal: Gwynne Cosh

          Queensbury Elementary School

          431 Aviation Road
          Queensbury, NY 12804

          Telephone: 518-824-1600
          Director: Jessica Rossetti

          Appendix 2 – Building-level emergency response plan summary

          Emergencies in schools must be addressed in an expeditious and effective manner. Schools are at risk of acts of violence, natural, and manmade disasters. To address these threats, the State of New York has enacted the Safe Schools Against Violence in Education (SAVE) law. Project SAVE is a comprehensive planning effort that addresses prevention, response, and recovery with respect to a variety of emergencies in schools.

          The Queensbury Union Free School District supports the SAVE Legislation and intends to facilitate the planning process. The Superintendent of Schools encourages and advocates on-going district-wide cooperation and support of Project SAVE.

          Purpose

          The Queensbury Union Free School District’s Building-level Emergency Response Plan was developed pursuant to Commissioner’s Regulation 155.17. At the direction of the Queensbury Union Free School District’s Board of Education, the administration of the Queensbury Union Free School District schools appointed a Building-level Emergency Response Team and charged it with the development and maintenance of the School Emergency Response Plan.

          Identification of School Teams

          Each building has developed two emergency teams:

          • Building-level Emergency Response Team
          • Building-level Post-incident Response Team
          Concept of Operations
          • The initial response to all emergencies will be by the School Emergency Response Team.
          • Upon the activation of the School Emergency Response Team, the Superintendent or their designee will be notified and, where appropriate, local emergency officials will also be notified.
          • Efforts may be supplemented by county and state resources through existing protocols.
          Plan review and public comment
          • This plan will be reviewed periodically during the year and will be maintained by the Building-level Emergency Response Team. The required annual review will be completed on or before September 1 of each year after its adoption by the Board of Education.
          • Pursuant to Commissioner’s Regulation 155.17 (e)(3), a summary of this plan will be made available for public comment at least 30 days prior to its adoption. The School Board may adopt the district-wide plans only after at least one public hearing that provides for the participation of school personnel, parents, students and any other interested parties. The plans must be formally adopted by the Board of Education.
          • Building-level Emergency Response Plans shall be confidential and shall not be subject to disclosure under Article 6 of the Public Officers Law or any other provision of law, in accordance with Education Law Section 2801-a.
          • Full copies of the Building-level Emergency Response Plan will be supplied to both local and State Police within 30 days of adoption and submitted into the online portal on no later than October 15th of each year.
          Designation of School Teams
          • A Building-level Emergency Response Team, including the members required by regulation, has been created. Members of the team include: school safety personnel; local law enforcement officials; representatives of teacher, administrator, and parent organizations; local ambulance and other emergency response agencies; community members; other school personnel; and other representatives appointed by the Board of Education.
          • A Building-level Post-emergency Response Team, including the members required by regulation, has been created. Members of the team include: school personnel; medical personnel; mental health counselors; and others who can assist the school community in coping with the aftermath of a serious violent incident or emergency.
          Prevention/Intervention Strategies
          • Training for emergency teams and individuals who have safety responsibility, including de-escalation training, has been conducted as determined in the district-wide plan.
          • Procedures for an annual review and the conduct of drills and exercises to test components of this school’s plan, including the use of tabletop exercises, in coordination with local and county emergency responders and preparedness officials have been developed and will be implemented.
          • The District-wide School Safety Plan requires annual multi-hazard training for students and staff. The school’s plan describes how this training will be provided to staff and students in the building.
          Identification of Sites of Potential Emergencies

          The District-wide School Safety Plan requires an identification of sites of potential emergency. The Building-level Emergency Response Team has identified both internal and external hazards that may warrant protective actions, such as the evacuation and sheltering of the school population.

          Assignment of Responsibilities

          A chain of command consistent with the National Interagency Incident Management System (NIIMS)/Incident Command System (ICS) will be used in response to an emergency in the building. In the event of an emergency, the building’s response team may adapt NIIMS/ICS principles based on the needs of the incident.

          Continuity of Operations

          The building has developed procedures to continue operations during an emergency.

          Access to Floor Plans

          Procedures have been developed to ensure that crisis response, fire and law enforcement agencies have access to floor plans, blueprints, schematics or other maps of the school’s interior, school grounds and road maps of the immediate surrounding area.

          Notification and Activation

          Procedures have been developed to ensure that crisis response, fire and law enforcement agencies have access to floor plans, blueprints, schematics or other maps of the school’s interior, school grounds and road maps of the immediate surrounding area.

          Internal and external communication systems have been developed that will be used in emergencies.

          Procedures are in place for notification and activation of the Building-level Emergency Response Plan.

          Hazard Guidelines

          The District-wide School Safety Plan includes multi-hazard response plans for taking actions in response to an emergency. The school building’s plan may include building-specific guidelines for the following types of emergencies: Threats of Violence, Intruder, Hostage/Kidnapping, Explosive/Bomb Threat, Natural/Weather Related, Hazardous Material, Civil Disturbance, Biological, School Bus Accident, Radiological, Gas Leak, Epidemic, or Others as determined by the Building-level Emergency Response Team.

          Evacuation Procedures

          Policies and procedures have been developed for the safe evacuation of students, teachers, other school personnel and visitors to the school in the event of a serious violent incident which include at least the following:

          • Evacuation before, during and after school hours (including security during evacuation)
          • Evacuation routes (internal & external)
          • Sheltering sites (internal & external)
          • Procedures for addressing medical needs
          • Transportation
          • Emergency notification of persons in parental relation to the students
          • Other procedures as determined by the Building-level Emergency Response Team.
          Security of Crime Scene

          Policies and procedures have been established for securing and restricting access to the crime scene in order to preserve evidence from being disturbed or destroyed in cases of violent crimes on school property.

          Recovery

          The Building-level Emergency Response Plan will be coordinated with the statewide plan for disaster mental health services to assure that the school has access to federal, state and local mental health resources in the event of a violent incident.

          Short-term actions for recovery include: 

          • Mental health counseling (students and staff)
          • Building security
          • Facility restoration
          • Post-incident response critique
          • Other

          Long-term actions for recovery include: 

          • Mental health counseling (monitor for post-traumatic stress behavior)
          • Building security
          • Mitigation (to reduce the likelihood of occurrence and impact if it does occur again)
          • Other

          Appendix 3 – Resources during a crisis

          • (40) 72-Passenger Buses
          • (8) 28 Passenger Buses
          • (5) 7 Passenger Suburban’s
          • Backhoe(s)
          • Loader(s)
          • Scissor lift(s)
          • 16+ AEDs

          Fuel Sources

          The district has a number of forms of fuel sources available for emergency use.  For specific information consult building level plans.

          Communications

          The district has radios and cell phones that have been distributed to key personnel in the buildings.  For complete information refer to the building-level plan.

          Appendix 4 – The Early Detection of Potentially Violent Behaviors – A Guide for Families and Communities

          Early Warning Signs for Potential Violence

          While there is no useful profile of an active shooter and while we understand that it is not always possible to predict behavior that will lead to violence, there are factors that we see commonly linked to acts of school violence.  Furthermore, in many acts of school violence information is shared with peers, on social media, or in art to make others aware of the fact that an act of violence may occur – which is defined as “leakage”.  School personnel, students, and parents may all be in a position to observe and identify these warning signs and make others aware before an act of school violence ever occurs.  

          No single sign is sufficient for predicting aggression and violence.  Moreover, it is inappropriate – and potentially harmful – to use these early warning signs as a checklist against which to match an individual child.  Rather, the warnings are offered as an aid in identifying and referring children may need help towards a path of rehabilitation and intervention.  The goal of threat assessment and other associated programs is not punitive in nature – the goal is to help a student or other individual who may be struggling.  A good rule of thumb is to assume that these warning, especially when they are presented in combination with each other, indicate a need for further analysis to help determine an appropriate and effective intervention strategy.  

          The information that follows and such other information as may be appropriate concerning Early Warning shall be made available to all employees in a form to be determined by the Superintendent. It is the policy of the School District that employees and students use the early warning signs only for identification and referral purposes. Trained professionals should make diagnoses in consultation with the child’s parents or guardian. 

          The following early warning signs are cited by the United States Department of Education in its publication entitled Early Warning, Timely Response: A Guide to Safe Schools and are presented with the following qualifications: they are not equally significant and they are not presented in order of seriousness. They include:

          Social withdrawal. In some situations, gradual and eventually complete withdrawal from social contacts can be an important indicator of a troubled child. The withdrawal often stems from feelings of depression, rejection, persecution, unworthiness, and lack of confidence. 

          Excessive feelings of isolation and being alone. Research has shown that the majority of children who are isolated and appear to be friendless are not violent. In fact, these feelings are sometimes characteristic of children and youth who may be troubled, withdrawn, or have internal issues that hinder development of social affiliations. However, research also has shown that in some cases feelings of isolation and not having friends are associated with children who behave aggressively and violently. 

          Excessive feelings of rejection. In the process of growing up, and in the course of adolescent development, many young people experience emotionally painful rejection. Children who are troubled often are isolated from their mentally healthy peers. Their responses to rejection will depend on many background factors. Without support, they may be at risk of expressing their emotional distress in negative ways-including violence. Some aggressive children who are rejected by non-aggressive peers seek out aggressive friends who, in turn, reinforce their violent tendencies. 

          Being a victim of violence. Children who are victims of violence-including physical or sexual abuse-in the community, at school, or at home are sometimes at risk themselves of becoming violent toward themselves or others. 

          Feelings of being picked on and persecuted. The youth who feels constantly picked on, teased, bullied, singled out for ridicule, and humiliated at home or at school may initially withdraw socially. If not given adequate support in addressing these feelings, some children may vent them in inappropriate ways-including possible aggression or violence. 

          Low school interest and poor academic performance. Poor school achievement can be the result of many factors. It is important to consider whether there is a drastic change in performance and/or poor performance becomes a chronic condition that limits the child’s capacity to learn. In some situations–such as when the low achiever feels frustrated, unworthy, chastised, and denigrated–acting out and aggressive behaviors may occur. It is important to assess the emotional and cognitive reasons for the academic performance change to determine the true nature of the problem. 

          Expression of violence in writings and drawings. Children and youth often express their thoughts, feelings, desires, and intentions in their drawings and in stories, poetry, and other written expressive forms. Many children produce work about violent themes that for the most part is harmless when taken in context. However, an overrepresentation of violence in writings and drawings that is directed at specific individuals (family members, peers, other adults) consistently over time, may signal emotional problems and the potential for violence. Because there is a real danger in misdiagnosing such a sign, it is important to seek the guidance of a qualified professional–such as a school psychologist, counselor, or other mental health specialist–to determine its meaning. 

          Uncontrolled anger. Everyone gets angry; anger is a natural emotion. However, anger that is expressed frequently and intensely in response to minor irritants may signal potential violent behavior toward self or others.

          Patterns of impulsive and chronic hitting, intimidating, and bullying behaviors. Children often engage in acts of shoving and mild aggression. However, some mildly aggressive behaviors such as constant hitting and bullying of others that occur early in children’s lives, if left unattended, might later escalate into more serious behaviors. 

          History of discipline problems. Chronic behavior and disciplinary problems both in school and at home may suggest that underlying emotional needs are not being met. These unmet needs may be manifested in acting out and aggressive behaviors. These problems may set the stage for the child to violate norms and rules, defy authority, disengage from school, and engage in aggressive behaviors with other children and adults. 

          Past history of violent and aggressive behavior. Unless provided with support and counseling, a youth who has a history of aggressive or violent behavior is likely to repeat those behaviors. Aggressive and violent acts may be directed toward other individuals, be expressed in cruelty to animals, or include fire setting. Youth who show an early pattern of antisocial behavior frequently and across multiple settings are particularly at risk for future aggressive and antisocial behavior. Similarly, youth who engage in overt behaviors such as bullying, generalized aggression and defiance, and covert behaviors such as stealing, vandalism, lying, cheating, and fire setting also are at risk for more serious aggressive behavior. Research suggests that age of onset may be a key factor in interpreting early warning signs. For example, children who engage in aggression and drug abuse at an early age (before age 12) are more likely to show violence later on than are children who begin such behavior at an older age. In the presence of such signs it is important to review the child’s history with behavioral experts and seek parents’ observations and insights. 

          Intolerance for differences and prejudicial attitudes. All children have likes and dislikes. However, an intense prejudice toward others based on racial, ethnic, religious, language, gender, sexual orientation, ability, and physical appearance–when coupled with other factors–may lead to violent assaults against those who are perceived to be different. Membership in hate groups or the willingness to victimize individuals with disabilities or health problems also should be treated as early warning signs. 

          Drug use and alcohol use. Apart from being unhealthy behaviors, drug use and alcohol use reduces self-control and exposes children and youth to violence, either as perpetrators, as victims, or both. 

          Affiliation with gangs. Gangs that support anti-social values and behaviors–including extortion, intimidation, and acts of violence toward other students–cause fear and stress among other students. Youth who are influenced by these groups–those who emulate and copy their behavior, as well as those who become affiliated with them–may adopt these values and act in violent or aggressive ways in certain situations. Gang-related violence and turf battles are common occurrences tied to the use of drugs that often result in injury and/or death. 

          Inappropriate access to, possession and use of firearms. Children and youth who inappropriately possess or have access to firearms can have an increased risk for violence. Research shows that such youngsters also have a higher probability of becoming victims. Families can reduce inappropriate access and use by restricting, monitoring, and supervising children’s access to firearms and other weapons. Children who have a history of aggression, impulsiveness, or other emotional problems should not have access to firearms and other weapons. 

          Serious threats of violence. Idle threats are a common response to frustration. Alternatively, one of the most reliable indicators that a youth is likely to commit a dangerous act toward self or others is a detailed and specific threat to use violence. Recent incidents across the country clearly indicate that threats to commit violence against oneself or others should be taken very seriously. Steps must be taken to understand the nature of these threats and to prevent them from being carried out. 

          Identifying and Responding to Imminent Warning Signs

          Unlike early warning signs, imminent warning signs indicate that a student is very close to behaving in a way that is potentially dangerous to self and/or to others. Imminent warning signs require an immediate response.

           

          No single warning sign can predict that a dangerous act will occur. Rather, imminent warning signs usually are presented as a sequence of overt, serious, hostile behaviors or threats directed at peers, employees, or other individuals. Usually, imminent warning signs are evident to more than one employee member–as well as to the child’s family.

          Imminent warning signs may include: 

          • Serious physical fighting with peers or family members. 
          • Severe destruction of property. 
          • Severe rage for seemingly minor reasons. 
          • Detailed threats of lethal violence. 
          • Possession and/or use of firearms and other weapons. 
          • Other self-injurious behaviors or threats of suicide. 
          • Making others aware of a potential upcoming threat of violence.
          • Taking planning steps towards an attack
          Threat Assessment

          In conjunction with physical security and emergency management, threat assessment is a key tool in ensuring the safety and security of our school communities.  The goal of threat assessment is to identify students of concern, assess their risk for engaging in harmful behavior or violence against themselves or others, and identify intervention strategies to manage that risk and provide solutions for the student.  Threat assessment is a multidisciplinary process which includes multiple members of the community responding to a potential threat of violence in order to field a meaningful and comprehensive solution.  Threat assessment aims to gather facts which lead to a set of meaningful and accurate conclusions which develop and produce strategies to curb the destructive behavior.  

          A threat is an expression of intent to do harm or act out violently against someone or something. A threat can be written, spoken, or symbolic – as in motioning with one’s hands as though shooting or strangling another person. There are principally four types of threats – direct, indirect, veiled and conditional. 

          Individuals who make threats normally manifest other behaviors or emotions that are indicative of a problem. These can include signs of depression, prolonged brooding, evidence of frustration or disappointment; fantasies of destruction or revenge in conversations, writings, drawings or other actions; expressions of intense love, fear, rage, revenge, excitement or pronounced desire for recognition. Use of alcohol or drugs can be an aggravating factor, as can a romantic breakup, failing grades, or conflicts with parents or friends. 

          When performing threat assessment, we understand that no single past event can provide us with all of the answers for the future, but we do understand that past events can provide us with a pathway towards understanding behaviors that may be indicative of larger problems.  We know that past student attackers usually had multiple motives, most commonly being a grievance with classmates, we know that most attackers had experienced psychological, behavioral, or developmental symptoms, we know that attackers typically have interest in violent topics, we know that nearly all attackers have experienced social stressors involving their relationships with peers and/or romantic partners, we know that nearly every attacker experienced negative home life factors, we know that most attackers were victims of bullying, which was often observed by others, we know that most attackers had a history of school disciplinary actions, and we know that all past attackers had exhibited concerning behaviors, most had elicited concerns from others, and most communicated their intent to attack to others.  

          Personality Traits

          Personality traits and behaviors that should be considered in assessing the likelihood of a student carrying out a threat include: 

          • a student intentionally or unintentionally revealing clues to feelings, thoughts, fantasies, attitudes, or intentions that may signal an impending violent act; 
          • low tolerance of frustration, easily hurt, insulted, angered by real or perceived injustices; 
          • poor coping skills, demonstrating little ability to deal with frustration, criticism, disappointment, failure, rejection or humiliation; 
          • lack of resiliency, is unable to bounce back from frustrating and disappointing experiences; failed love relationship, cannot accept or comes to term with humiliation or rejection; 
          • injustice collector, nurses resentment over real or perceived injustices, will not forgive or forget those who s/he believes are responsible; 
          • narcissism, self-centered, lacking insight to the needs / feelings of others, blames others for failure and disappointment, may embrace the role of victim, display signs of paranoia, self-importance or grandiosity masking feelings of unworthiness, notably think or thin skinned;
          • alienation, feels different or estranged from others, more than being a loner, involves feelings of isolation, sadness, loneliness, not belonging or fitting in;
          • dehumanizes others, fails to see others as humans, sees them as objects to be thwarted;
          • lacks empathy, demonstrates inability to understand feelings of others, may ridicule displays of emotion as weak or stupid;
          • exaggerated sense of entitlement, has a sense of being superior and constantly expects special treatment and consideration;
          • attitude of superiority, has a sense of being superior to others, smarter, more creative, talented, experienced, more worldly;
          • exaggerated / pathological need for attention, positive or negative, regardless of the circumstances;
          • externalizes blame, consistently refuses to take responsibility for own actions, blames others, often seems impervious to rational argument and common sense;
          • masks low self-esteem, may display arrogance, self-glorifying attitude, avoids high visibility or involvement, may be considered a “non-entity” by peers:
          • intolerance, racial, ethnic, religious and other, displays symbols and slogans of intolerance on self or possessions;
          • inappropriate humor, macabre, insulting, belittling, or mean.
          • Attempts to manipulate others, attempts to con and manipulate to win trust so others will rationalize aberrant behavior;
          • Lack of trust, is untrusting and suspicious of the motives and intentions of others, may approach clinically paranoid state;
          • Closed social group, introverted, with acquaintances rather than friends, may associate only with a single small group to the exclusion of others;
          • Manifests a dramatic change in behavior, academic performance, disobedience of school rules, schedules, dress codes etc.
          • Demonstrates unusual interest in sensational violence or acts of mass violence, may have a fascination or predilection towards violence that had occurred in previous school attacks;
          • Fascination with violence-filled entertainment, movies, TV, computer games, music videos, printed material, inordinate amount of time with violent computer games and websites involving violence weapons and disturbing objects;
          • Has negative role models, drawn to negative, inappropriate role models, such as past perpetrators of acts of mass or school;
          • Manifests behavior that is relevant to carrying out a threat, spends inordinate amount of time practicing with firearms, on violent websites, begins excluding normal pursuits such as homework, class, work, time with friends, is seen mapping out the building or discussing plans for how they would carry out an attack, may create a “hit list” of people that they have grievances with.
          Negative Home-Life Dynamics

          A student’s home life, and any stressors that may be new to the student, such as a parental divorce or separation, drug use or criminal charges among family members, or domestic abuse, could severely harm a child’s life and predisposition towards carrying out a threat of violence.  While none of the factors here should be viewed as a predictor that a student will be violent, past research has identified an association with a difficult home life and a range of negative outcomes for children.

          School Dynamics

          School dynamics that should be considered in assessing the likelihood of a student carrying out a threat include:

          • Student attachment to school, student appears detached from school, other students, teachers, and school activities;
          • Tolerance for disrespectful behavior, school does little to prevent or punish disrespectful behavior between students, bullying is part of the school culture, school authorities are oblivious to bullying, little or no intervention by school authorities, school atmosphere promotes racial or class divisions, allows them to remain unchallenged;
          • Inequitable discipline, discipline is inequitably applied or is perceived as such by students or employees;
          • Inflexible culture, official and unofficial patterns of behavior, values and relationships among students, teachers and administrators are static, unyielding and insensitive to changes in society and the changing needs of newer students;
          • Pecking order among students, certain groups have more prestige and respect – both officially and unofficially by students and school officials;
          • Code of silence, prevails among students, little trust between students and employees, students and staff are unclear about who they should report potential threats to, there is no monitoring or reporting system currently in place;
          • Unsupervised computer access, access is unsupervised and unmonitored, students are able to play violent games, explore inappropriate websites, promote violent hate groups, give instruction in bomb making etc.
          Social Dynamics

          Social dynamics that should be considered in assessing the likelihood of a student carrying out a threat include: 

          • Media, entertainment and technology, easy unmonitored access to media, entertainment and Internet sites with violent themes and images;
          • Peer groups, intense and extensive involvement with a group that shares fascination with violence or extremist beliefs;
          • Outside interests, outside interests of students are important to note as they can mitigate or increase the school’s level of concern in assessing a threat;
          • Copycat effect, school shooting and other violent incidents that receive intense media attention can generate threats or copycat violence elsewhere, school employees should be highly vigilant in the aftermath of such incidents.

          Appendix 5 – Pandemic Operations Plan

          Introduction

          This plan has been developed in accordance with the amended New York State Labor Law Section 27-c pursuant to the procedures set forth in Education Law Section 2801-a.   

          In developing this plan, the District gathered input from the Queensbury Administrators and Supervisors Association, Queensbury Faculty Association, Queensbury Educational Support Staff Association, Queensbury Nurses Association, Queensbury Buildings and Grounds Association – Unit 913 of CSEA, Queensbury School Supervisors of Custodial and Maintenance Personnel Association,  Queensbury Transportation Association, Queensbury OT/PT Association and The Southern Adirondack Substitute Teachers’ Alliance.   

          No content of this plan is intended to impede, infringe, diminish, or impair the rights of us or our valued employees under any law, rule, regulation, or collectively negotiated agreement, or the rights and benefits which accrue to employees through collective bargaining agreements, or otherwise diminish the integrity of the existing collective bargaining relationship.

          The District reserves the right to modify the plan as necessary, with notification to the respective collective bargaining unions.  

          Purpose, Scope, and Concept of Operations

          Purpose

          This plan has been developed in accordance with the amended New York State Labor Law section 27-c and New York State Education Law paragraphs k and l of subdivision 2 of section 2801-a (as amended by section 1 of part B of chapter 56 of the laws of 2016), as applicable. These laws were amended by the passing of legislation S8617B/A10832 signed by the Governor of New York State on September 7, 2020, requiring public employers to adopt a plan for operations in the event of a declared public health emergency involving a communicable disease. The plan includes the identification of essential positions, facilitation of remote work for non-essential positions, provision of personal protective equipment, and protocols for supporting contact tracing.   

          Scope

          This plan was developed exclusively for and is applicable to the Queensbury Union Free School District (hereinafter called “District”).  This plan is pertinent to a declared public health emergency in the State of New York which may impact our operations; and it is in the interest of the safety of our employees and contractors, and the continuity of our operations that we have promulgated this plan.  The scope of this plan is based on a Federal, State, or local public health department mandated shutdown of District buildings, grounds, and facilities.  

          Concept of Operations

          The Superintendent of Schools of the Queensbury Union Free School District, their designee, or their successor holds the authority to execute and direct the implementation of this plan. Implementation, monitoring of operations, and adjustments to plan implementation may be supported by additional personnel, at the discretion of the Superintendent of Schools. 

          Upon the Board of Education’s approval of this plan, it will be posted in conspicuous locations in District buildings and will be available electronically via the District’s website.    

          The Superintendent, their designee, or their successor will maintain awareness of information, direction, and guidance from public health officials and the Governor’s office, directing the implementation of changes as necessary. 

          Upon resolution of the public health emergency, the Superintendent, their designee, or their successor will direct the resumption of normal operations or operations with modifications as necessary. 

          Mission essential functions

          When confronting events that disrupt normal operations, the District is committed to ensuring that essential functions will be continued even under the most challenging circumstances.   A position or function being determined essential within this plan does not indicate that they will need to be fully on-site, but instead indicates that there may be scenarios where their positions/duties require that they be on-site.

          Essential functions are those functions that enable an organization to:

          1. Maintain the safety of our school community
          2. Provide vital services 
          3. Provide services required by law
          4. Sustain quality operations
          5. Uphold the mission and core values of the District

          The District has identified as critical only those priority functions that are required or are necessary to provide vital services. During activation of this plan, all other activities may be suspended to enable the organization to concentrate on providing the critical functions and building the internal capabilities necessary to increase and eventually restore operations. Appropriate communications with students/families, employees, contractors, and other stakeholders will be an ongoing priority. 

          Essential functions are prioritized according to:

          • The time criticality of each essential function
          • Interdependency of a one function to others
          • The recovery sequence of essential functions and their vital processes

          Continuity of Instruction:  In an effort to maintain quality instruction for all students, the District developed the QUFSD Continuity of Education Plan.   This plan identifies the goals for instruction during a long term closure including, but not limited to, clarifying roles and responsibilities of instructional staff; identifying virtual instructional models by building and the main instructional platform for all students and teachers to learn; establishing temporary grading procedures designed to preserve the integrity of the academic growth our students; offering best practices in communication to ensure students are well and able to access curricular materials and a process for reporting technical difficulties to the Technology Department; tiers of intervention by building to use for disengaged students; and social and emotional resources. 

          District Office Operations:  Oversight and management of the functions performed by employees in the District Office to ensure the continuation of regular business operations, human resource management operations, and instructional services and related operations.    

          Communications: Communication is an essential activity that serves to create and build upon trust in the school community through on-going, thoughtful, and transparent communications.  

          Health Services: Under the direction of the District’s appointed school physician at Hudson Headwaters Health Network and in consultation with Warren County Public Health, school nurses are responsible for assessing ill staff and sending ill staff home for follow up with a healthcare provider.  They also provide assistance with contact tracing as necessary.  

          Technology:  The Technology department provides and supports all hardware, software, and related training and/or technical support, along with maintaining the District’s network and phone systems.  This department is also responsible for the collection and compilation of student data as required by and submitted to the NYS Education Department.

          School Building Main Office Operations: Under the direction of building administrators these offices are responsible for the oversight of mail and deliveries, sign-in procedures, answering phones, and assisting with building utilization and general operations. 

          Facilities (Buildings and Grounds):  The Facilities department ensures that District buildings and grounds are properly maintained, regularly cleaned, and disinfected as necessary to ensure the safety of all essential employees.   In addition, this department assists with capital projects, oversees safety and security campus-wide, and energy management. 

          Transportation:  The Transportation department ensures that bus drivers and monitors are properly trained, buses are maintained, and meals are delivered to students.  

          Food Service: The Food Service department ensures that healthy meals are prepared and accessible to all students. 

          Essential positions during a govenor mandated and/or public health mandated campus closure

          Each essential function identified above requires certain positions on-site to effectively operate. The list below identifies the positions or titles that are essential to be staffed on-site for the continued operation of each essential function. Note that while some functions and associated personnel may be essential, some of these can be conducted remotely and do not need to be identified in this section.  

          Superintendent of Schools: Responsible for the implementation of the school board’s vision by making day-to-day decisions about educational programs, budget/spending, staff, and facilities.

          Assistant Superintendent for Business: Responsible for assisting the Superintendent in the administration of the business affairs of the District in such a way to provide the best educational services with the financial resources available.

          Assistant Superintendent for Instruction: Responsible for assisting the Superintendent in the administration of the educational programing, professional development, and the development of goals to foster school improvement objectives.

          Pandemic Administrator (e.g., COVID-19 Administrator): Responsible for ensuring continuous compliance with all aspects of the school’s reopening plan, as well as any phased-in reopening activities necessary to allow for operational issues to be resolved before activities return to normal or “new normal” levels.

          Communications Employee (contracted through Capital Region BOCES): Responsible for developing and implementing a communication plan, defining who needs to be aware of and informed about the plan, how and when information will be distributed, and who will be responsible for the distribution.  

          Assistant Superintendent for Personnel and Recruitment:  Responsible as a member of the Superintendent’s cabinet to provide leadership, management and coordination for all personnel programs including planning, recruitment, selection, training, evaluation and employee relations. This position also acts as a legal resource and liaison to the Warren County Civil Service Department. 

          Principal: Responsible for driving and supporting academic success of all students, cultivating a safe school climate that is aligned with core values, and cultivating leadership in others to achieve the District’s mission.  Conducts observations and evaluations of faculty and staff.

          Assistant Principal: Responsible for assisting the Principal in the administration of the educational programing, supporting student success and the development of faculty and staff.  Conducts observations and evaluations of faculty and staff.  Ensures employees/students/visitors adhere to building/District safety protocols.

          Director of Student Support Services: Responsible for supervising the District’s K-12 Special Education programs and services, oversees the CPSE/CSE process and the implementation of Individuals Education Plans (IEPs), and supervises related school personnel to ensure objectives of programs are achieved within budget.   Conducts observations and evaluations of faculty and staff.

          Assistant Director of Student Support Services: Responsible for assisting the Director of Student Support Services in supervising the District’s K-12 Special Education programs and services, overseeing CPSE/CSE process and the implementation of IEPs.  Conducts observations and evaluations of faculty and staff.

          Director of Physical Education, Health, and Athletics: Responsible for the development, implementation, coordination and integration of the District’s Health Curriculum (K-12), Physical Education Curriculum (K-12), Interscholastic Athletics program (7-12), and Intramurals program (K-12). Conducts observations and evaluations of faculty and staff.

          Director of Instructional Technology: Responsible for providing leadership for the overall planning, development, and implementation of technology for the District in an effort to promote the educational development of all students.  Oversees Technology staff and serves as the District’s Chief Information Officer.  

          Lead School Nurse: Assists Pandemic Administrator in communicating with the local public health department for pandemic guidance and contract tracing purposes.    Liaison to school physician. Responsible for assessing ill students and staff and sending those individuals home for follow up with a healthcare provider. 

          School Nurse: Responsible for assessing ill students and staff and sending those individuals home for follow up with a healthcare provider.  Assists with contact tracing as necessary.  

          Data Network and Communications Specialist: Responsible for overseeing the local area network and/or wide area network installations and the subsequent ongoing maintenance and support of such networks for the District.  Oversees District internet access, phone system, and cell phone plan.   

          Data Specialist: Responsible for the collection of student-related data and production of reports.  Tracks and compiles data using NYS guidelines, adheres to deadlines for data warehouse, and performs database maintenance and support of student information system, finance system, school lunch system, and the health management system.  Uploads all pandemic related data required by the state.  Provides training and support for end users in supported District systems.

          IT Support Technician: Responsible for providing and supporting computer hardware and software issued to District students and staff.  Responds to helpdesk and tech help trouble tickets and assists with the installation and maintenance of network equipment.  

          Coordinator of Buildings and Grounds: Responsible for overseeing and providing administrative direction to the buildings and grounds staff, including but not limited to developing policies and procedures, making staffing recommendations, conducting performance appraisals, and providing training and professional development to staff.  Develops procedures for quality assurance in the areas of cleaning/disinfecting, preventative maintenance, and upkeep of school buildings and grounds. 

          Coordinator of Capital Projects and Safety Compliance: Responsible for the oversight and the coordination of capital projects.    Serves as safety and security coordinator for the District to create and maintain a safe working environment (e.g., oversight of code compliance/inspections, oversight of preventative maintenance, procuring and distributing adequate supplies of Personal Protective Equipment (PPE)).  Oversees the District’s energy management. 

          Supervising Custodian/Head Custodian: Responsible for supervision of cleaning and disinfecting of buildings, along with oversight of the custodial functions in their assigned building(s).  Assists with the hiring and training of cleaners and custodians.  

          Custodian: Responsible for routine cleaning and semi-skilled maintenance tasks.  Including the assignment of custodial night and/or weekend leader as applicable and necessary. 

          Cleaner: Responsible for routine cleaning and disinfecting of the buildings on campus.  Including the assignment of night shift leader as applicable and necessary.  

          Maintenance Worker: Responsible for performing a variety of maintenance duties in trade areas such as electrical, HVAC, carpentry, plumbing, and painting.  Including the assignment of maintenance leader as applicable and necessary. 

          Senior Groundskeeper: Responsible for supervising the work of groundskeepers and participation in tasks required to properly develop, manage, and maintain all aspects of campus grounds. 

          Groundskeeper: Responsible for performing a wide variety of tasks related to the maintenance and/or landscaping of general campus grounds, roadways & parking lots, and athletic fields.

          Director of Transportation: Responsible for the safety and efficient operation and maintenance of the transportation department.  Coordinates with the Director of Food Services on the meal deliveries and works with instructional administrators on snack pack deliveries.

          Bus Driver Trainer/Supervisor: Responsible for training and supervision of bus drivers. Assisting with routing/scheduling of drivers. 

          Bus Driver: Responsible for the operation of a school bus or suburban on an assigned route to transport students.  During a pandemic, responsible for transporting meals and snack pack items to students.

          Bus Driver Aide (up to 5): Responsible for riding on a school bus to assist the bus driver in maintaining order, safeguarding students, and supervising the loading and unloading of buses.  During a pandemic, responsible for assisting with the transportation of meals and other items to students.

          Bus Dispatcher (1): Responsible for the dispatching of drivers and school buses on assigned routes, operates radio communication and responds to telephone inquiries, assists with planning of bus routes and the scheduling of trips and extra assignments.  

          Head Bus Mechanic: Responsible for the supervision of bus mechanics and oversees NYS Department of Transportation (DOT) inspections.

          Bus Mechanic: Responsible for servicing buses and preparing for DOT inspections.

          Director of Food Service (contract employee): Responsible for overseeing the preparation of meals. 

          Business Office Controller/Business Office Supervisor: Responsible for overseeing business management activities related to the financial and operational activities of the District, including accounting, payroll, purchasing, budgeting and reporting.  Directly supervises business office employees.  

          District Treasurer: Responsible for maintaining the official financial accounts and records of the District, performs general bookkeeping and accounting duties, prepares monthly Treasurer reports for the Board of Education, performs banking and cash management functions, and works with the auditors.  

          Payroll Clerk: Responsible for processing payroll and maintaining related payroll records, overseeing leave accounting, maintaining records for workers compensation, unemployment, and disability claims, assisting with reporting, and preparing W2 forms annually.  

          Purchasing/Payroll Clerk: Responsible for assisting with department-level purchasing, inventory control, and payroll preparation.  Research products for purchase by maintaining vendor lists, requests quotes, tracking and reconciling purchases.

          Accounting Technician: Responsible for maintaining and reconciling accounting records and preparing reports as well as billing of uncollected accounts. 

          Human Resources Generalist: Responsible for coordinating a variety of personnel information and assisting with the implementation of employee benefits programs assist with recruiting and coordination of Board action, liaison to Civil Service on appointments, provides onboarding for non-instructional employees, administers FMLA, COBRA, and other state/federal leave benefits, and manages the District’s HRIS database and personnel files.  

          Secretary to the Superintendent and Assistant Superintendent for Instruction: Responsible for providing secretarial support to the Superintendent and Assistant Superintendent for Business and others as directed.  Responsible for generating Board of Education agendas, maintains Board intranet, and serves as a liaison to the Board of Education.  Tracks and monitors teacher and administrator certifications and tenure dates.  

          Secretary to the Assistant Superintendent for Business: Responsible for providing secretarial support to the Assistant Superintendent for Business and others as directed.  Assists with oversight of the Business Office day to day operations, election/budget vote coordination, conducts student registration, tracking of homeless students and free and reduced lunch information.

          School Secretary (2 High School, 1 Middle School, 1 WHBIS, 1 Elementary School, 2 Special Ed, 1 Facilities): Responsible for answering phones, responding to emails, greeting visitors, scheduling meetings, ensuring building sign-in procedures, accepting deliveries, disseminating mail.  Assists with purchase order process and performs other routine office procedures and protocols.  

          School Resource Officer (contracted through Warren County Sheriff): Responsible for maintaining campus safety, stopping/deterring any threat that may occur.  Weekend/night coverage.

          Food Service Worker (contract employees): Responsible for making meals for distribution to students.  

          Other Employees of Vendors:  Other employees of vendors who are deemed essential due to the nature of the work required and/or mandated.  

          Reducing risk through remote work and staggered shifts

          Through assigning certain staff to work remotely and by staggering work shifts, we can decrease crowding and density at work sites and on public transportation. 

          Remote Work Protocols

          Non-essential employees and contractors able to accomplish their functions remotely will be enabled to do so to the greatest extent possible. Working remotely requires:

          1. Identification of staff who will work remotely 
          2. Approval and assignment of remote work will be made by the Superintendent or designee. 
          3. Equipping staff for remote work will be managed by the Director of Technology in consultation with the Assistant Superintendent for Business, and with input from supervisors and their respective non-essential employees and contractors, which may include:
            • Chromebook and/or Internet capable laptop
            • Necessary peripherals
            • Access to VPN and/or secure network drives
            • Access to software and databases necessary to perform their duties
            • Telephone communications 

          Identification of Non-essential Positions/Titles During a Governor Mandated and/or Public Health Mandated Campus Closure

          The list below identifies the positions or titles that are non-essential to be staffed remotely, as necessary, to ensure continuity of instruction for all students while maintaining compliance with federal, state and/or local regulations and/or laws.  Direct supervisors, in consultation with District Office administrators, will assign and support the workflow of all non-essential personnel working remotely to ensure they will be able to accomplish their duties.    

            • Teacher 
            • School Counselor
            • School Psychologist
            • School Social Worker
            • Library Media Specialist
            • CPSE Chairperson
            • Coach
            • Club and Activity Advisor 
            • Athletic Trainer
            • Mentor Coordinator
            • IB Extended Essay Supervisor
            • IB Diploma Program Coordinator
            • IB CAS Coordinator
            • Grade Level Leader
            • Global Scholars Designated School Official
            • Department Chair
            • College Academy HS Internship Coordinator
            • Chemical Hygiene Officer
            • Lighthouse teacher
            • Bullpen teacher
            • QMS Detention Advisor 
            • QMS Cares After School 
            • PM School Tutors HS/ MS
            • Head Athletic Chaperone
            • P-Tech Coordinator
            • Occupational Therapist (contract employee)
            • Occupational Therapy Assistant (contract employee)
            • Physical Therapist (District employee and/or contract employee)
            • Physical Therapy Assistant (contract employee)
            • Technology Integration Specialist (contract employee)
            • School Secretary 
            • Typist
            • Teaching Assistant
            • Teacher Aide 
            • Interpreter 
            • Library Aide 
            • School Monitor 
            • Cafeteria Monitor 
            • School Security Officer
            • Senior Lifeguard 
            • Parking Lot Caretaker
            • Bus Dispatcher
            • Bus Aide/Monitor
          Approval and Assignment of Remote Work

          The Superintendent or designee, in consultation with the Assistant Superintendent for Personnel and Recruitment and other administrators and/or supervisors as needed, will review requests for remote work and corresponding work assignments to aid in the decision-making process, and will render his final decision.   Final decisions will be communicated to the Assistant Superintendent for Personnel and Recruitment and building/department administrators for dissemination to their respective staff.  The Assistant Superintendent for Personnel and Recruitment will notify payroll of such decisions to ensure employee time and attendance is tracked accurately. 

          Equipping Staff and Students for Remote Work/Learning

          Through the leadership of the Director of Instructional Technology, the District has developed a Technology Pandemic Plan to support non-essential employees and students during an extended school closure.   

          Chromebook/Laptop

          Our students K-12 and instructional faculty and staff have been provided with Chromebooks as part of a 1:1 District initiative, which will provide for an easy transition to remote learning/working.   Instructional support can be found on the Remote Learner Support Site, District Technology Site, and by seeking guidance and/or professional development from the District’s two Technology Integration Specialists. 

          Non-instructional staff who will work remotely will also have access to Chromebooks and/or laptops based on individual needs and as necessary for them to effectively perform their job duties remotely.   In addition, the Technology department has established and communicated protocols to assist with Chromebook repairs as detailed in the Technology Pandemic Plan and provides help desk technical support for teachers and staff, along with technology help for students and parents.  If the lack of internet access at a person’s residence prevents them from performing their job duties or schoolwork, a MiFi or alternative wifi device will be provided to that person. 

          Peripherals 

          Device peripherals such as scanners and printers would be provided to pertinent staff as necessary. This mainly applies to the business office and payroll staff members. 

          Access to VPN and/or Secure Network Drives

          The District has transitioned the majority of staff members to Google Drive to organize and save their files. For the remaining limited number of staff requiring access to network drives, VPN access has been set up and provided via laptop devices. The VPN will allow secure access to network drives and programs like Wincap for human resources and business office needs. 

          Access to Software and Databases Necessary to Perform Duties

          The majority of our staff uses Google’s G-Suite for Education products to perform their duties which are all web-based and can be accessed via their District provided Chromebook device. Additional web-based software such as our student information system (Schooltool) and special education software (IEP Direct) allows for remote access by any staff member.   The District also subscribes to a web-based program called Classlink which contains a portal to access approved instructional applications – This program is accessible to staff through their District provided devices.  Other software or databases that are required can be set up and accessed through the secure VPN.

          Telephone Communication

          District administrators and other identified personnel have been issued District cell phones.  In addition, District phones are able to be accessed remotely, can be call-forwarded, and voicemails are able to be sent directly to linked staff emails.  

          Staggered Shifts

          Implementing staggered shifts may be possible for personnel performing duties which are necessary to be performed on-site but perhaps less sensitive to being accomplished only within core business hours. As possible, management will identify opportunities for staff to work outside core business hours as a strategy of limiting exposure. Regardless of changes in start and end times of shifts, the District will ensure that employees are provided with their typical or contracted minimum work hours per week. Staggering shifts requires:

          1. Identification of positions for which work hours will be staggered
          2. Approval and assignment of changed work hours
          Identification of Positions with Staggered Work Hours and Approval Process

          District buildings and grounds staff may be assigned to staggered shifts to ensure adequate coverage before, during, and after core District hours.    In addition, there may be two or more shifts assigned to the bus mechanics to ensure proper coverage and meet the demands of Department of Transportation inspections.   Other employees in essential positions may be assigned to work different shifts as necessary to ensure job duties and responsibilities are able to be fulfilled safely and/or to meet business needs.  

          The approval and assignment of changed work hours must be reviewed by the Assistant Superintendent for Business or designee.   Factors such as staffing levels, the ability to provide for adequate physical distancing, and ways to improve efficiency and/or effectiveness will be considered in the decision-making process. 

          Personal Protective Equipment

          The use of personal protective equipment (PPE) to reduce the spread of infectious disease is important to supporting the health and safety of our students, employees, and contractors. PPE which may be needed can include:

            • Masks
            • Face shields
            • Gloves
            • Disposable gowns and aprons

          Note that while cleaning supplies are not PPE, there is a related need for cleaning supplies used to sanitize surfaces, as well as hand soap and hand sanitizer. The Coronavirus pandemic demonstrated that supply chains were not able to keep up with increased demand for these products early in the pandemic. As such, we are including these supplies in this section as they are pertinent to protecting the health and safety of our students, employees, and contractors. 

          Protocols for providing PPE include the following:

          1. Identification of need for PPE based upon job duties and work location
          2. Procurement of PPE
            • As specified in the amended law, public employers must be able to provide at least two pieces of each required type of PPE to each essential employee and contractor during any given work shift for at least six months
            • Public employers must be able to mitigate supply chain disruptions to meet this requirement
          1. Storage of, access to, and monitoring of PPE stock
            • PPE must be stored in a manner which will prevent degradation
            • Employees and contractors must have immediate access to PPE in the event of an emergency
            • The supply of PPE must be monitored to ensure integrity and to track usage rates
          Identification of PPE Based on Job Duties

          Each District building will be provided with a supply of disposable masks and hand sanitizer for use by students, employees, contractors, and/or visitors.  Supervising custodians will monitor and replenish those supplies on a weekly basis.  Individuals with a medical necessity and an approved reasonable accommodation will be provided with a supply of N-95 masks.  

          Given the nature of their work, building and grounds staff will be supplied daily access to disposable masks and gloves to use when cleaning and/or disinfecting areas on campus.  In addition, they will have access to face shields and gowns to use for job duties that require such additional protection.

          School nurses will also be supplied with daily access to disposable masks, N-95 Masks, gloves, face shields and gowns to ensure their safety in the presence of ill or possibly ill students, staff, or contractors.      

          Bus drivers will be supplied daily with disposable masks and gloves.  Bus mechanics will be provided with disposable masks, gloves, and they will be fitted with N-95 masks for use when utilizing ionizing sanitation sprayers/equipment to clean buses, or other PPE as required by manufacturer’s recommendations.   

          Procurement of PPE

          Supervising Custodians will track PPE inventory by building in the form of an inventory report that will be submitted to the Coordinator of Buildings and Buildings and Grounds for review each week.   When inventory gets low (defined as having less than two pieces of each required type of PPE to each essential employee and contractor during any given work shift for at least six month), the Coordinator of Buildings and Grounds or designee will notify the Purchasing/Payroll Clerk who will contact one or more of the vendors on the District approved suppliers list to procure the necessary PPE.    The District maintains and periodically updates the supplier list in an effort to mitigate supply chain disruptions.   For unforeseen supply disruptions or shortages, the District will work with the Warren County Public Health Department for assistance. 

          Storage of PPE

          A supply of PPE is stored in each building supervisor’s main office.  The PPE stored in this area is generally to cover the next 5-10 days.  Additional PPE for the next 2-3 weeks is stored in the basement and/or storage area of each building.  PPE needed for the next 1-2 months is stored in the Building and Grounds facility for distribution to the buildings as needed.  A PPE inventory is done at each location every 1-2 weeks.  

          Staff Exposures, Cleaning, and Disinfection

          Staff and Student Exposures

          The District will follow established protocols when staff and/or student exposure situations occur.  Given the nuances or complexities associated with potential exposures, close contacts, symptomatic persons, and those testing positive, the District will follow CDC/public health recommendations and requirements and will coordinate with Warren County Public Health Department for additional guidance and support as needed.    Exposure protocols will be updated as necessary and/or required and will be communicated to students, parents, employees, and contractors and posted on the District’s website.   

          Cleaning and Disinfecting

          The District will follow CDC and public health guidelines for best practices in the cleaning and disinfection of surfaces/areas.  Present guidance for routine cleaning during a public health emergency includes, but is not limited to, frequently cleaning high traffic and high touch areas; cleaning areas with soap and water prior to disinfecting surfaces with products that meet EPA criteria; providing cleaning staff with appropriate PPE; and following instructions of cleaning products to ensure safe and effective use. 

          Employee Leave

          Unless required by Federal, State or local law, the District will follow the leave provisions of the respective collective bargaining agreements and/or the leave provisions in employee handbooks for non-bargaining unit employees.  

          Documentation of Work Hours and Locations

          In a public health emergency, it may be necessary to document work hours and locations of each employee and contractor to support contact tracing efforts.  Locations shall include specific areas inside school buildings and specific areas outside on school grounds. This information may be used by the New York State Department of Health and Warren County Public Health Department to support contact tracing within the organization and may be shared with State and/or local public health officials. 

          Housing for Essential Employees

          There are circumstances within a public health emergency when it may be prudent to have essential employees lodged in such a manner which will help prevent the spread of the subject communicable disease to protect these employees from potential exposures, thus helping to ensure their health and safety and the continuity of the District’s essential operations. 

          If such a need arises, the District will coordinate with the Warren County Public Health Department to help identify and arrange for these housing needs.